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Chapter 1

THE PROBLEMS AND ITS BACKGROUND

Introduction

Recent trends in education in the Philippines pose new challenges in the

academe for the improvement of literacy rate among Filipinos in response to

one of the challenges of the United Nations Educational, Scientific and Cultural

Organization (UNESCO) on Millennium Development Goal (MDG) which is to

achieve universal primary education. Equalizing opportunities in education is

“one of the most important conditions for overcoming social injustice and

reducing social disparities in any country and is also a condition for

strengthening economic growth” (UNESCO, 2008a: 24).

In this paper, when we mention about quality education we will be

speaking of the quality teachers, their competencies and qualifications on how

to develop quality of life of the learners so that they can properly serve the

society according to their roles and responsibilities as good citizens. According

to the Department of Education, teacher’s competencies are a big factor in the

academic achievement of the students. Included under teacher competencies

are teaching effectiveness, professional recognition and awards, membership

and participation in professional organizations, scholarly abilities and creative

productiveness, and university and community service (Manual of Regulation

for Private Schools, 2010).

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Given the current demands of various schools with regard to the

teacher’s competency, the researchers chose to look into this topic so as to

expand their knowledge on the situations and the possible remedies to some

existing problems.

Upon noticing the impact of the quality of education to the future of the

students, the researchers came up with a common view that the present

condition of the teachers’ competencies could still be raised higher.

The primary focus in this study is to determine the different factors affecting the

performance of students in school. Basically, the teachers play a vital role in

the daily lives of their students. The effectiveness of their teaching is one of the

factors that determine how well the students would do in their journey towards

knowledge acquisition. Thus, the advocacy to promote academic excellence

and quality education in San Isidro National High School in view of making this

institution a center of academic excellence made the researchers decide to

conduct the study that will determine the effects of teaching competencies and

its relation to academic performance of selected Grade 10 students in MAPEH

of SINHS S.Y. 2015-1016.

Background of the Study

Barangay San Isidro, a mountainous area of Montalban, Rizal now

Rodriguez, Rizal had no high school of its own until July 31 of 2003 when the

former of General Licerio Geronimo Memorial National High School, Mr.

Leoncio L. Gervacio, worked for the establishment of a high school annex,

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known today as San Isidro National High School upon its approval effective

S.Y. 2004-2005.

Under the leadership of the PTA (Parents-Teachers Association)

President Mrs. Alona Torres together with the parents requested Barangay

Captain Cecilio C. Hernandez for the opening of said barangay high school,

who then made endorsement to the Municipal Mayor, Engr. Pedro S. Cuerpo.

To support the necessity of a secondary school in this barangay, Brgy. Captain

Hernandez with his barangay councilors passed and approved Resolution No.

14A-03 dated April 14, 2003, “Kapasiyahang Nag-aatas at Nagtatalaga sa

Barangay Multi-Purpose Hall Bilang Pansamantalang Silid Aralan ng mga Bata

na papasok sa unang antas ng Mataas na Paaralan”. At the same time the

Local Government passed Resolution no. 03-66 dated May 22, 2003

authorized by Councilor Alberto P. Carasco which states “Kapasyahang

Humiling sa Department of Education (DepEd) sa pamamagitan ng Kalihim nito

na si Kagalang-galang Edilberto de Jesus upang masimulan na ang

pagpapatakbo ng Gen. Licerio Geronimo Memorial NHS – SAN ISIDRO

ANNEX sa barangay San Isidro”. Thru the able endorsement and

recommendation of DR. EDITH A. DOBLADA, Schools Division

Superintendent, the opening of the said annex was approved. This formally

opens the door for a new hope for the San Isidronians.

During the first year of its operation, the annex had limited enrolment for

the incoming first year due to inadequate space. This was made available
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through the generous support of Barangay Captain Cecilio C. Hernandez, who

provided for two school rooms that could accommodate at least one section of

high school students. By the end of the school year 2003-2004, a good number

of 72 students, of which 36 are male and 36 are female successfully completed

the first year curriculum, under the supervision of the OIC – Mr. Vivencio Felix.

It was rather difficult and inconvenient for the students to be

housed in a shelter where space is limited. The barangay officials witnessed

the perseverance and determination of the students to learn under the

supervision of the three (3) teachers, Mr. Jayson Gayuma – provincial item; Ms.

Maristella Ramos and Ms. Rosemarie Ramos – both volunteer teachers. This

serve as encouragement and desire to give a more comfortable and convenient

house. The Barangay Officials again under the leadership of Brgy. Captain

Hernandez passed Resolution no. 20-3, dated July 21, 2003 – Isang

Kapasiyahang Nag-aatas at Nagtatalaga ng pagpapatayo ng anim na pinto sa

mataas na paaralan ng Brgy. San Isidro sa isang open space ng Blue Star

Subdiivision na nasa SitioTanag, Brgy. San Isidro

Theoretical Framework

This study took into account the theories conducted by Francisco

Zulueta (Teaching Methods and Practices, 2005) A competent teacher should

understand the principle and methods of teaching as well as the use of

appropriate skills to be used as techniques and strategies. This theory was also

discussed by Dr. Jayasree (2013) Teachers’ knowledge of teaching

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methodologies and techniques are very important for to improve the standards

of achievement of the students.

According to Dr. William Glasser (2016) in his Learning Choice Theory

said that this theory helps the people to understand themselves and manage

the different circumstances or events that are beyond their control. Teachers

use specific techniques to get through to their students effectively and

productively without distractions. It is said that teachers should let the students

decide, the effect of this in academic achievement is that students loses

enthusiasm when deprived of self determination and motivation. Learning is not

a matter of following orders but taking part in the lessons as well (Alfie Kohn,

Choices for Children Sept. 1993). Knowledge is created by transforming

information and experience (David Kolb, 1984).

Figure 1 shows the concepts that make up the theoretical framework of

the study. The concept of Teachers’ Competency in class room management,

instructional materials and facilities and instructional methods indicates the

students’ academic performance.

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Conceptual Framework

Independent Variables Dependent Variables

MAPEH Teachers’ Level

of Competency
1. Classroom Academic Performance
Management
2. Instructional materials
and facilities
3. Instructional methods

Figure 1 Conceptual Paradigm

This study aims to evaluate the relationship between the teachers’ level

of competency and the students’ academic performance specifically in San

Isidro National High School. Figure 1 presents the conceptual framework of the

study. First, the profile of the respondents in terms of their names, grade and

section, MAPEH teacher, and third quarter MAPEH grade will be gathered as

presented in the first frame. The assessment of the students regarding their

teachers’ level of competency in terms of classroom management, instructional

materials, and instructional methods will also be gathered together with the

students’ grade in MAPEH for the third grading period. After data gathering, the

researchers will then analyze and interpret the data using appropriate statistical

tools.
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Statement of the Problem

The problem of the study is to determine the relationship of teacher

competencies and academic performance of selected grade 10 students in

MAPEH. Specifically, this sought to answer the following questions:

1. What is the level of competency of MAPEH teachers as assessed by the

students in terms of:

a. Classroom management
b. Instructional materials and facilities
c. Instructional methods
2. What is the performance of the students based on their general average

in MAPEH for the 3rd grading period?

3. Is there a significant relationship between teacher competencies and the

academic performance of students in MAPEH?

Scope and Limitation of the Study

This study focuses on the perception of the respondents on the level of

competency of their MAPEH teachers. The respondents are selected grade 10

MAPEH students in San Isidro National High School S.Y. 2015-2016 in Rizal.

Hypothesis

For this study, the following hypothesis will be tested:

There is no significant relationship between teachers’ competencies and

students’ academic performance.

Significance of the Study

This study will be of significance to the following people:

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School Administrators

The findings of this study will help the administrators determine if the

teachers that they have are effective in teaching MAPEH by knowing the

academic performance of their students. Additionally, administrators would

also know if the teaching methods and strategies that the teachers are using

are effective or not and through this, administrators could easily help those

teachers who are having trouble with it especially in keeping their students

motivated which would then eventually lead to the success of their

administration in promoting center of excellence.

Teachers

As teachers play a very significant role in the teaching and learning

process, the findings of this study will be of benefit to the teachers themselves

as this study will help them determine if the methods and strategies that they

are using during classroom discussions are effective or not and through this

they will be able to develop better strategies and approach for them to better

serve their students which would be a big help for them in providing quality

education for their students.

Parents

The findings of this study would also be of benefit to the parents of the

students as they would know how their children are doing in school by knowing

their academic performance especially in the subject of MAPEH. In addition,

they will also become aware on how important their role is as parents when it
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comes to their children’s education. Through this, parents would be guided on

how they would assist and help their children in school and keep them

motivated to learn.

Students

Since the main goal of this study is to know if assess if teaching

competencies affect the academic performance of students, of course, the

recommendation of this study will be of significant to them since they will be the

ones who will directly experience the effect of this study.

Future Researchers

This study will also benefit the future researchers as this study could be

a basis of future research studies.

Definition of Terms

Academic performance is the outcome of education – the extent to which a

student, teacher, institution has achieved their

educational goals.

Competency the ability to do something successfully or efficiently

Classroom management refers to the wide variety of skills and techniques

that teachers use to keep students organized,

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orderly, focused, attentive, on task, and

academically productive during a class.

Instructional materials are tools used to aid effective learning

Instructional methods are strategies or ways information is presented to

students
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter of the research paper presents a summary of readings on

related literature and related studies which have significant bearing to the

present study. The summary was organized and presented in 5 subtopics –

foreign literature, local literature, foreign studies, local studies, and synthesis.

In preparing this chapter the researchers based on books, unpublished

materials like theses and dissertations related to the studies both foreign and

local. The researchers also made use and browsed the internet for valuable

information related to the study.

The researchers hope that this research study will contribute and

hopefully will be a part of the broad studies that can help future researchers

who will conduct a study similar to this.

The function of this section is to present informed opinions and studies

that contribute to the understanding of the area of interest and emerging issues

with intention of evaluating teaching competencies and their relation to the

academic performance of students.

Foreign Literature

In an article entitled, “Factors affecting Academic Performance of

Learners” written last June 8, 2012 by Hilma Ndapewa and Ndapewa

Mbandeka of Career Institute Africa, it states that academic performance is one

of the crucial areas of a learner’s life. Some learners may not be bothered if
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they progress or not, however their parents are left with great distress if their

children do not perform. This is because families as well as the government

invest in the education of the child. On top of that, generally all parents would

want their children to be successful citizens in the future.

Multiple factors come to play when it comes to academic performance of

a learner, which need to be considered should one want to perform better.

Different people believe that different factors affect learners differently under

different circumstances. However there is some form of consensus on general

factors that affect performance.

In an article written by Pam Lowe (2011), a curriculum director in

Holcomb, Missouri, she stated different ways to improve student achievement

and create learners. According to Lowe, one of these ways is to review the

school’s mission and vision statement. The vision should describe why it is

important to achieve the mission statement while looking to the future. Another

way is the school should be a change agent. Change agents are passionate

and driven about their vision. They make the tough decisions keeping what’s

best for the students in focus. Lowe added that teachers should teach students

how to learn. In order for students to be successful as learners, they also have

to discover how to learn to develop their appetite for learning. Students at an

early stage have to be taught how to self-regulate their learning, set their own

academic goals, develop strategies to meet their goals, and reflect on their

academic performance. Aside from that, teachers should teach harder and not
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smarter. Teachers should incorporate research-based teaching and learning

strategies during class discussions and that in order for the students to have

improved academic performance teachers need to be on top of the latest

developments in research-based strategies.

Additionally, in another article entitled “Strategies to Improve Classroom

Behavior and Academic Outcomes,” it was stated that taking measures to

improve academic performance and outcome starts with improving the

behavior of students in the classroom. Although it can seem challenging,

teachers play a large role in creating an environment that encourages learning,

improve student behavior and create better academic performance at every

level of education. Teachers can accomplish amazing feats when the

appropriate strategies are implemented to improve the behavior in the

classroom.

Aside from improving the classroom behavior of students to improve the

academic performance of students, Harry K. Wong (n.d.) in his article entitled,

“There is Only One Way to Improve Student Achievement,” he stated that a

student achievement is a result of good classroom management. He added

that it is teacher practices that govern student learning. What the teacher does

in the classroom to structure and organize a learning environment is the most

important factor that will increase student achievement.

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Local Literature

As stated in the DepEd Order 32 (2011), teachers development is one of

the focus in education sector right now, policies and guidelines were prepared

by the Civil Service Commission (CSC), National Economic Development

Authority (NEDA), Department of Budget and Management (DBM),

Commission on Audit (COA) to reformulate policy guidelines on designing

training and development (T&D) programs and in conducting activities for the

capacity and capability building of the DepEd personnel and staff. Training and

development (T&D) is the process by which an organization or institution

provides professional development activities to enhance individuals with

knowledge, skills and attitudes to enable them to perform their functions

effectively.

Also, DepEd Order 34 (2014), Investing in education and skills for the

youth to help achieve a dynamic economic growth and stability.

Lardizabal (1990) stated that the principles and methods of teaching

must provide the teacher with a ready reference for improved techniques, new

trends, effective approach, and modern strategies. The earnest teacher will try

out as many methods as he can, constantly finding out for himself which

methods are best in his particular field of specialization. The alert teacher is

receptive to modern practice.

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According to Reyes (1989), academic performance mirrors the

productive integration of the student’s interests and the teachers’ efforts at

providing a meaningful learning situation.

Acosta (2002), attempted to discover the teachers’ profile, competencies

and students’ academic achievement in selected public schools in Bulacan.

Based on her studies, she concluded that the low academic achievement of

students despite the apparent high level of competency of the teachers implies

that the teachers were not effective in achieving their objective.

Foreign Studies

According to Owolabi and Olabode Thomas (2012) teacher’s academic

qualification only is not enough to positively affect academic performance of the

students but a professional qualification in a specified field of study. He added,

experience counts in the efficiency of the teachers.

In a study involving 7000 students Wenglinsky (2000) found that the

quality of the teaching force has a comparable impact on students' test scores

as socioeconomic status. One common indicator of teacher competence is

teaching experience.

However, according to Wayne and Youngs (2003), the findings regarding

experience are difficult to interpret for several reasons. First, experience

captures the effect of whether teachers were hired during a shortage or a

surplus. Cohorts will have experienced similar competition, and selection

effects are likely to confound effects of experience. Secondly, experience

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measures capture differences in teacher motivation resulting from time

constraints on parents during years when their own children require more

attention. Finally, if there are differences in effectiveness between those who

leave the profession and those who stay, experience measures would capture

those as well. Such differences are probably dynamic, changing with labour

markets and cultural trends.

Adedayo (2008) included family background, personal interest, school

environment and peer group are the major factors that could affect academic

attainment. So, since the teachers (both male and female) are professional

teachers, there is no difference in their ability to impact knowledge in the

students.

Hoskins, Newstead and Denis (1997) conducted study on students at

University of Plymouth, and found out that variables; age, gender, prior

qualifications and discipline studied have an effect on their performance as

cited in Cheesman, Simpson and Wint (2006:10).

Jeong, (2005) quoted in Bae (2006:112) found out that use of internet

and the contents viewed have an effect on students’ academic performance

hence access to internet was taken as an important variable.

Hanushek, Kain and Rivkin (1998), like many other researchers have

concluded that the school effect on achievement derives mainly from variations

in teacher quality. On the basis of longitudinal data from more than one-half

million Texas students in grades 3 to 6, they concluded that school quality is an

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important determinant of academic performance and an important tool for

raising the achievement of low-income students.

According to Gordon (2001), lecturer/teacher efficacy is sometimes

considered to be an indicator or prediction of teaching effectiveness and

research shows that efficacious lecturers/teachers are capable of bringing

about change in students behavior, motivation, and learning outcome.

Santibañez, Jose-Felipe Martinez, Ashlesha Datar, Patrick J. McEwan,

Claude Messan-Setodji and Ricardo Basurto-Dávila (2007) specified a

moderate negative effects on student test scores the year after a teacher was

incorporated into the pay-for-performance program or got a promotion.

Because of the salary guarantees, teachers might have less of incentive to

exert additional effort with their students.

Local Studies

According to the Code of Ethics for Professional Teachers (1997), a

professional teacher is a licensed professional who possesses dignity and

reputation with high moral values as well as technical and professional

competence.

In the Philippine system of education, there are factors that give difficulty

to the implementation of objectives. The problems of inadequately-trained

teachers, lack of support either from the government or from private sector, lack

of solid planning, lack of follow-up of result – all these add to the difficulty (Nem

Singh et al., 2009).

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In evaluating teacher’s instructional competencies, the use of student

achievement as the basis to assess or evaluate teachers is one of the many

approaches of teacher evaluation. Other approaches in evaluating teacher’s

instructional competencies include classroom observation, student ratings, peer

ratings, principal/HOD/administrator ratings, self-rating, teacher interview,

parent rating, competency tests, and other indirect measures (Joshua et al.,

2006).

Aquino (1989) found that students’ academic performance can be

influenced by their abilities and interests, routine practices, classroom

management, motivation, and even the instructional quality.

Saliot (2011) cited that the most prevailing competency was

communication with the learners, and the least prevailing is learner

reinforcement- involvement. The most prevailing factor was intellectual, and the

least prevailing was physical. There was moderate correlation between the

competencies of college instructors and the factors affecting the academic

performance of students.

Barnuevo, Hasegawa and Hugo (2012) claims that there is no significant

relationship between the teachers’ instructional competencies and the students’

academic performances in English, Science and Technology and Mathematics.

This could be explained by studying other instructional competencies that have

direct effects on the students’ academic performance.

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Lansangan, Quiambao, Baking, Nicdao, Nuqui, and Cruz (2015) found

that there is no significant relationship that exists among pupil, teacher, school

related factors and pupils’ academic performance.

Ethel de Leon-Abao (2014) specified that teachers’ instructional

competence is highly instrumental in the development of students’

comprehension and critical thinking ability. Since reading is significant to

success both in the academic and non-academic undertaking, reading

instruction should be made relevant so that students will be led to function

effectively in society.

In the study conducted by Fernandez (2013) he determined that there is

no significant relationship between the teachers’ competence and learners’

performance in the Competency Based Examination under the five learning

strands.

Synthesis

Determinants of students’ performance have been the subject of ongoing

debate among educators and policy-makers worldwide. It is very challenging

since students’ performance is a product of socio-economic, psychological and

environmental factors. Te extent of student’s learning may be determined by

the grades obtained by the student in a particular grading period. It is believed

that a grade or performance is a primary indicator of such learning. This

means that if a learner gets high grades, it is usually concluded that he/she has

learned a lot. Otherwise, learner has lesser learning. However, many

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experiences and studies found out that there are also several factors that would

account for grades such as classroom management, instructional materials and

facilities, and instructional methods.

Classroom management plays a very important role in creating a

conducive atmosphere for learning. Good classroom management can

definitely improve student’s active participation and effectiveness of teaching.

Aside from classroom management, instructional materials and facilities

are also important. These include the textbooks, equipment, school supplies

and other instructional materials. It cannot be denied that the type and quality

of instructional materials and facilities play an important part in the instructional

efficiency of the school. It is difficult to do good job of teaching in a poor type of

building and without adequate equipment and instructional materials.

Another factor is the instructional methods. Teacher’s ineffective method

of teaching caused failures in learning. Research shows that teacher-efficacy

has an effect on students’ academic performance. It is important that teachers

believe in themselves and in their abilities as a role model and educator,

because it is important in students’ self-perception and performance. Teachers

with self-efficacy have a positive impact on their students’ academic

performance. It is something that all teachers need to build.

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Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research method used, population and sample

size, description of respondents, research instrument, validation of the

instrument, reliability testing, data gathering procedure, and statistical treatment

of data. This helped evaluate the teaching competencies of MAPEH teachers

and how this relates to the academic performance of students in MAPEH.

Methods of Study

This study used the descriptive research method which is designed for

the researchers to gather information about the present existing conditions

needed in their chosen field of study. Salvador, Tolentino-Baysa & Fua-

Geronimo (2008) defined descriptive research as a type of research which

describes and interprets “what is.” It reveals conditions or relationships that

exist or do not exist, practices that prevail or do not prevail, beliefs or points of

view or attitudes that are held or are not held, processes that are going on or

otherwise, effects that are being felt, or trends that are developing.

The researchers also used this type of research method to gather the

needed data and gain more information about the study because descriptive

method is designed for the investigator to gather information about present

existing conditions, to describe that nature of situation as it exists at the time of

the study and to explore of particular phenomena.

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The type of descriptive research that the researchers used is the survey

type. Manuel & Medel (1976) defined survey research as a method which

investigates a universe of phenomena population by selecting sample from the

population to discover the relative incidence, distribution and interrelation of

variables.

Survey method was applied and used in this study as it helped the

researcher evaluate different answers of the respondents regarding teaching

competencies of theiR MAPEH teachers and its relationship to their academic

performance in MAPEH. With the survey method the researchers have

interaction with the respondents and guided them, when necessary, in

answering the questionnaire.

Population and Sample Size, and Sampling Technique

The study employed the random sampling technique to select the

senior-citizen-respondents. A random sample is selected in a deliberate and

random fashion to achieve a certain goal.

The total sample size is composed of 222 grade 10 students who came

from different sections of the said year level in San Isidro National High School

alone.

The researchers coordinated with the School Principal and MAPEH Teachers

that cater to grade 10 students and conducted the survey in respective

sections. The respondents were the grade 10 students present at the time of

the survey.
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The Respondents

The respondents of the study were the 222 grade 10 students: 28 came

from 10- Rizal, 34 were from 10- Del Pilar, 32 were from 10- Mabini, 33 came

from 10- Bonifacio, 32 were selected from 10- Aguinaldo, 31 came from 10-

Quezon, and 32 were chosen from 10- Jacinto. Of the total respondents 140

were females, and 82 were males, aging from 15 to 17.

The information gathered by the researchers from the respondents

include third quarter grade and responses to different questions classified as

follows: classroom management, instructional material and facilities, and

instructional methods.

Table 1 shows the frequency and percentage distributions of the

respondents according to sex from different sections.

Table 1

Frequency and Percentage Distributions of Respondents

According to Sex

Section Female Male Total

f % F % f %
Rizal 15 10.71 13 15.85 28 12.61
Del Pilar 23 16.43 11 13.41 34 15.32
Mabini 21 15.00 11 13.41 32 14.41
Bonifacio 22 15.71 11 13.41 33 14.86
Aguinaldo 17 12.14 15 18.29 32 14.41
Quezon 23 16.43 8 9.76 31 13.96
Jacinto 19 13.57 13 15.85 32 14.41
TOTAL 140 100 82 100 222 100
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The Instrument

This study aims to determine the relationship of teacher competencies

and academic performance in MAPEH of selected grade 10 students of San

Isidro National High School – Antipolo. The researchers made a survey

questionnaire to come with a measurable data needed from the respondents of

the study. The use of questionnaires for the survey has the advantage of

obtaining greater honesty and accurate response from the respondents,

particularly if anonymity is maintained thus making the data more reliable.

Zulueta and Costales (2003) defined questionnaire as a set of orderly

arranged of questions, carefully prepared to answer the specific problems of

the study. It is a list of questions to be answered by a group of people

especially designed to get facts or information. It is a list of written questions

related to a particular topic provided with space for respondents to fill up. It is

the principal instrument of data collection.

The researchers used a checklist type of survey questions for the third

part of the questionnaire seeking for the respondents’ assessment on the

teaching competencies of their MAPEH teachers.

The questionnaire consists of three parts. The first part is the

introduction of the study. The researchers enclosed a brief note explaining to

the respondents what the study is all about. The second part of the

questionnaire aimed to answer the personal profile of the respondents. This

included the respondents’ name, grade, section, MAPEH teacher, and the
 25

respondents’ third quarter grade in MAPEH. The third and final part of the

questionnaire is the assessment of the respondents on the teaching

competencies of their teachers. This part questions divided into three factors

namely classroom management, instructional materials, and instructional

methods. Each factor consists of 10 questions with a total of 30 questions.

Validation of the Instrument

This study sought to determine the teacher competencies and its

relationship to students’ academic performance. Study comparison and

analysis of same material from other relevant studies will be the bases for the

specific instrument for the study. In order to guarantee the instrument’s intrinsic

value, the researchers had the initial review on issues relating to the

instrument’s wording, syntax, the constructs’ and contents’ validity. Then the

issues that were not agreed upon or that were not considered adequate were

discarded. After utilizing a questionnaire, the instrument was subjected for

expert’s validation in the field of MAPEH. After completing the suggested

modifications to the summaries’ and items’ wording and content, the items that

have not been previously agreed upon in terms of constructions were

presented anew. Finally, modified questionnaires were utilized to collect the

data for the study.

Data Gathering Procedure

The researchers first thought of a problem or topic that they want to

conduct a study with and then stated its purpose and importance.
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To gain the data needed for these first three chapters of the study, the

researchers gathered information from different books, theses, and

dissertations from library. The researchers also browsed the internet and found

some data related to the study as well. With the use of those data, the

researchers came up with the background of the study, the related literature

and some other important parts of the study.

After finishing the first three chapters of the study, the researchers also

made a survey questionnaire which will become the primary source of data that

will help the researchers determine the teacher competencies and its relation to

academic performance of students.

In collecting and gathering the data needed, first, the researchers got

permission to conduct the study from the school principal requesting

permission to allow the researchers to administer the questionnaires at San

Isidro National High School in San Mateo province of Rizal.

Upon approval of the school principal to finally conduct the study, this

was followed by the distribution of the questionnaires to the different sections of

Grade 10 MAPEH students. The data collected were finally used in generating

the findings and completion of this undertaking.

Statistical Treatment of Data

The data collected in this study were organized and classified based on

the research design and the problems formulated. The data were coded,

tallied, and tabulated to facilitate the presentation and interpretation of the

 27

results. Statistical techniques helped the researchers in determining the

validity and reliability of their research instrument. The researchers used the

following formula in this study:

1. Weighted Mean

Another statistical technique that will be used by the researcher

will be the weighted. This will be used to determine the average

responses of the different options that will be provided in the various

parts of the survey questionnaire. It is defined by the formula:

Where:

= weighted mean

= the sum of all the products of f and x, f being the frequency of each

weight as the weight of each operation.

= total number of respondents

1. Frequency and Percentage

The frequency and percentage distribution will be used to classify

the respondents according to their personal background. This will

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determine the profile of the respondents as to their age, gender, birth

order, family size and parents’ educational attainment. This will also

help the researcher to determine the percentage of the responses on the

survey questionnaire. It is defined by the formula:

Wherein:

P = percentage

N = number of cases or total sample

F = frequency

100constant

3. Pearson r

This will be used to prove the null hypothesis. It is defined

by the formula:

r n2
t
1 r2

Ho = there is no significant relationship between teacher competencies and the

academic performance of students in MAPEH

Ha = there is a significant relationship between teacher competencies and the

academic performance of students in MAPEH
 29

4. Likert Scale

This was used to interpret the level of competency of the

teachers. The consolidated points from the respondents’ answers to each

item over a five-point scale were as follows:

Scale Value Statistical Limit Interpretation

5 4.21 - 5.00 Strongly Agree

4 3.41 – 4.20 Agree

3 2.61 – 3.40 Neutral

2 1.81 – 2.60 Agree

1 1.00 – 1.80 Strongly Disagree

 30

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter covers the presentation, analysis and interpretation of data

gathered in the sequence of the study. The statistical data are shown in tables

which served as basis for analysis and interpretation of data. Data were

computed using SPSS.

The following tables were based on the conducted study done by the

researches entitled Teacher Competencies and its Relation to Academic

Performance of the Selected Grade 10 Students in MAPEH of San Isidro

National High School S.Y. 2015-2016.

 31

Table 2
Level of Competency of MAPEH Teachers in Terms of
Classroom Management

Classroom Management Weighted Mean Interpretation

1. My teacher
manages the classroom 4.22 Strongly Agree
activities very well.
2. My teacher
motivates, arouse and 4.05 Agree
sustain our interest.
3. Our classroom is
3.90
conducive for learning. Agree
4. My teacher comes
4.02
to class on time. Agree
5. My teacher
monitors student’s 3.97 Agree
attendance promptly.
6. Our teacher returns
4.14
assignments and tests. Agree
7. My teacher
maintains a reasonable Agree
level of order and an 3.95
atmosphere conducive
to learning.
8. My teacher
distributes the workload
(homework, tests,
3.98
papers) evenly Agree
throughout the grading
period.
9. Our teacher
establishes clear Agree
4.09
guidelines for classroom
and school rules.
10. My teacher
establishes clear Strongly Agree
4.23
guidelines for quizzes
and tests.

Overall Weighted Mean 4.05 Agree

 32

Table 2 presents the level of competency of MAPEH teachers in terms of

classroom management using the five-point Likert scale (1= strongly disagree,

2= disagree, 3= neutral, 4= agree and 5= strongly agree). With an overall

weighted mean of 4.05 the respondents stated that they agree that the

teachers have sufficient competency in classroom management that facilitates

the teaching and learning process more effective. The result reveals that the

highest rank variable deals on the teacher's clear guidelines for quizzes and

tests with 4.23 average weighted mean followed by the teacher's well managed

classroom activities with 4.22 average weighted mean. The rest eight variables

on classroom management have the same adjectival equivalent of agree. Each

variable differ only based on the average weighted mean and the least

prevailing was classroom conducive for learning, obtained an average weighted

mean of 3.90. This implies that classroom management plays a pivotal role in

students’ academic performance.

 33

Table 3
Level of Competency of MAPEH Teachers in Terms of
Instructional Material and Facilities
Instructional Materials and
Facilities Weighted Mean Interpretation
1.Our teacher uses varied
teaching aids, activities, 4.09 Agree
and instructional materials.
2.Our teacher utilizes
technology, devices, and 4.10 Agree
prepare slides, etc.
3.My teacher uses visual
aids, illustrations and Strongly Agree
4.29
multimedia to explain the
lesson.
4.Our teacher provides
supplementary reading 3.99 Agree
materials.
5.My teacher establishes
routines and procedures to Agree
4.02
maximize use of time and
instructional materials.
6.My teacher uses accurate
and updated resources,
4.10
books, and instructional Agree
materials.
7.Our teacher encourages us
to read and use other Agree
4.06
references for the subject
matter.
8.My teacher uses
technology to support Agree
learner-centered strategies 4.15
that address the diverse
needs of students.
9.My teacher creates
situations that challenge 4.23 Strongly Agree
the student’s abilities.
10. Our teacher manages
student-learning activities Agree
4.10
in a technology-enhanced
environment.
4.11
Overall Weighted Mean Agree

Table 3 above presents the level of competency of MAPEH teachers in

terms of classroom management. The results of the data on this table

 34

indicated that most of the students answered with strongly agree with the use

of visual aids, illustrations and multimedia in explaining the lessons with a

weighted mean of 4.29. Then it is followed by the teacher creates situations

that challenge the students’ abilities with a weighted mean of 4.23.

It has been noticed that giving out of additional reading materials got

3.99, the lowest weighted mean.

 35

Table 4
Level of Competency of MAPEH Teachers in Terms of
Instructional Methods

Instructional Methods Weighted Mean Interpretation

1. My teacher plans
and uses different 4.18 Agree
teaching strategies.
2. My teacher
demonstrates and suits Agree
4.12
strategies to varied
abilities of students.
3. Our teacher uses
effective introduction and 4.17 Agree
motivational techniques.
4. My teacher praises
3.93
students’ works. Agree
5. My teacher
manages students’ Agree
3.89
problems in
comprehension.
6. Our teacher relates
current issues to 4.06 Agree
lessons.
7. My teacher uses
appropriate teaching 4.02 Agree
methodology.
8. My teacher uses
varied ways of assessing 4.21 Strongly Agree
student performance.
9. Our teacher
prepares tests that are Strongly Agree
4.33
congruent with our
lessons.
10. My teacher
reteaches if result of Agree
4.09
student evaluation is
poor.
4.10
Overall Weighted Mean Agree

Table 4 above shows the level of competency of MAPEH teachers in

terms of instructional methods. Based on the above, the respondents stated

 36

that they agree on the use of their teacher with different teaching strategies

with a weighted mean of 4.18. The respondents also stated agree when asked

if their teacher demonstrates and suits strategies to varied abilities of students,

with a weighted mean of 4.12. As to the use of effective introduction and

motivational techniques, the respondents stated agree with a weighted mean of

4.17. The respondents also stated agree when asked if their teachers will

praise their works, and if their teachers will manage the students’ problems in

comprehension, with the weighted means of 3.93 and 3.89, respectively. The

respondents also stated agree when asked if their teachers relate current

issues to their lesson, with a weighted mean of 4.06, and if the teacher uses

appropriate teaching methodologies with a weighted mean of 4.02. However,

the respondents stated strongly agree when asked if their teachers use varied

ways of assessing their students’ performance, and if their teachers prepare

tests that are congruent with the lessons, with weighted means of 4.21 and

4.33, respectively. Finally, the respondents stated agree when asked if the

teachers re-teach the lesson if the result of student evaluation is poor with a

weighted mean of 4.09.

 37

Table 5
Academic Performance of Students Based on their
General Average in MAPEH for Third Grading Period

MAPEH Grade Frequency Percentage Mean

(%)
96- 98 3 1.35
93-95 18 8.11
90-92 21 9.46
87-89 44 19.82
84-86 36 16.22
81-83 42 18.92 84.60
78-80 42 18.92
75-77 14 6.31
72-74 0 0
69-71 1 0.45
66-68 1 0.45
TOTAL 222 100

It is part of the study to get the academic performance of the

respondents in terms of their general average in MAPEH for the 3 rd grading

period SY 2015-2016 and to relate this to teachers’ competencies. Table 5

presents the general average in MAPEH of the respondents during the 3 rd

grading period. The highest average grade percentage during the 3 rd grading

period occurred within the 87-89 bracket with a frequency of 44 or 19.83%.

The second highest percentage occurred within 81-83 and 78-80 brackets both

with frequencies of 42 or 18.92%. The third is within 84-86 bracket with

frequency of 36 or 16.22%. The fourth highest average grade percentage

occurred within 90-92 bracket with frequency of 21 or 9.46%. The fifth highest

is within 93-95 bracket with the frequency of 18 or 8.11%. The sixth highest is

within 75-77 bracket with 14 frequency or 6.31% of the total respondents. The
 38

seventh highest is within 96-98 bracket with frequency of 3 or 1.35%. The

eighth highest is within 69-71 and 66-68 brackets both with frequency of 1 or

1.45%. However, none among the respondents fall under the 72-74 bracket.

Table 6

Interpretation of Relationship between Teacher Competencies

and the Academic Performance of Students in MAPEH

MAPEH Computed Computed p- Decision Remarks

Grade Pearson r value
Classroom
Management 0.2930 0.0000 Reject Ho Significant
Instructional
Materials and 0.1680 0.0119 Reject Ho Significant
Facilities
Instructional
Methods 0.2400 0.0003 Reject Ho Significant

This study focuses on the academic performance of the students in

terms of their general average in MAPEH during the 3 rd grading period and

teacher competencies in terms of classroom management, instructional

materials and facilities, and instructional methods. Table 6 presents the

relationship between the teacher competencies and the academic performance

of students in MAPEH. The researchers used Pearson r and arrived with the

results as shown above. Based on the data gathered for classroom

management the computed Pearson r is equal to 0.2930 with 0.0000 computed

p-value, for instructional materials and facilities the computed Pearson r is

equal to 0.1680 with computed p-value of 0.0119, and lastly for instructional

methods the computed Pearson r is 0.2400 with computed p-value of 0.0003.

 39

Based on this result, the decision was to reject the null hypothesis which

means that there is a significant relationship between teacher competencies

and the academic performance of the students in MAPEH.

 40

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations of the study entitled Teacher Competencies and its Relation

to Academic Performance of the Selected Grade 10 Students in MAPEH of San

Isidro National High School S.Y. 2015-2016. This also presents the

conclusions according to the order of objectives formulated by the researchers.

Summary of Findings

This study aimed to find out the level of competency of MAPEH teachers

as assessed by students in terms of classroom management, instructional

materials and facilities, and instructional methods.

Specifically, this sought to answer the following questions:

1. What is the level of competency of MAPEH teachers as assessed by the

students in terms of:

a. Classroom management
b. Instructional materials and facilities
c. Instructional methods
4. What is the performance of the students based on their general average

in MAPEH for the 3rd grading period?

5. Is there a significant relationship between teacher competencies and the

academic performance of students in MAPEH?

The method used in this study is descriptive method. The total number

of respondents are 222 grade 10 MAPEH students. Using the Slovin’s formula,
 41

the margin of error was set at 5%. The tool employed for data gathering was

the survey questionnaire.

The results of the questionnaire were put into statistical process.

Weighted mean were computed to determine the level of competency of

teachers in terms of classroom management, instructional materials and

facilities, and instructional methods. Percentages and frequencies were used

to determine the academic performance of the respondents in terms of their

general average in MAPEH during the 3 rd grading period. Pearson r was used

to determine if there is a relationship between the teacher competencies and

the academic performance of the students.

Based on the objectives of the study, results of the analysis of the data

indicated these findings:

1. Findings on the level of competency of MAPEH teachers in terms of

classroom management

As to the level of competency of MAPEH teachers in terms of

classroom management, the highest mean was 4.23 which implies that

establishing clear guidelines for quizzes and tests greatly affects the

academic performance of students. On the other hand, providing a

classroom that is conducive for learning has the least effect on the

students’ performance.
 42

2. Findings on the level of competency of MAPEH teachers in terms of

instructional materials and facilities

As to the level of competency of MAPEH teachers in terms of

instructional methods, the highest mean was 4.20 with verbal

interpretation of strongly agree. This implies that the use of visual aids,

illustrations and multimedia to explain the lessons is an effective way of

improving the academic performance of the students. On the other

hand, the lowest mean was 3.99 with the verbal interpretation of agree

which means the respondents feel the providing supplementary reading

materials has less effect in increasing the academic performance of the

students. The overall weighed mean for instructional methods was 4.10

with verbal interpretation of agree which that instructional methods used

by teachers have good effect in helping students improve their academic

performance.

3. Findings on the level of competency of MAPEH teachers in terms of

instructional methods

As to the level of competency of MAPEH teachers in terms of

instructional methods, the highest mean was 4.33 with verbal

interpretation of strongly agree. This indicates that the respondents

think that preparing tests that are congruent to the lessons discussed

has a positive effect when it comes to improving their performance in

 43

school. The lowest mean was 3.89 with verbal interpretation of agree

which means that the respondents think that addressing students’

problem in comprehension has less effect in their performance. The

overall weighted mean for instructional methods was 4.10 with the verbal

interpretation of agree. This means that instructional strategies and

methods that are used by the teachers affect the students’ performance

at school.

4. Findings on the academic performance of the students in MAPEH

based on their third grading general average

The highest average grade percentage in MAPEH during the 3 rd

grading period occurred within 87-89 bracket with a frequency of 44 or

19.83% and the lowest occurred within 69-71 and 66-68 brackets both

with frequency of 1 or 1.45%. However, none among the respondents

fall under the 72-74 bracket.

5. Findings on the relationship between the teacher competencies

and the academic performance of the students

Using Pearson r the computed p-value for classroom

management was 0.0000, instructional material and facilities was

0.0119, and lastly instructional methods was 0.0003. This means that

there is a significant relationship between the teacher competencies and

the academic performance of the students.

 44

Conclusions

One the bases of foregoing findings, the following conclusions were

reached:

1. Majority of the respondents state that in terms of classroom management

the teacher competencies that greatly affect their performance at school are

when teachers are managing the classroom activities very well and

establishes clear guidelines for quizzes and tests. On the other hand, they

feel maintaining a classroom conducive for learning, checking of

attendance, and distribution of workloads evenly has less effect in their

performance.

2. In terms of instructional materials and facilities, most of the respondents

answered that using visual aids, illustrations and multimedia to explain the

lesson and creating situations that challenge the abilities of students have

positive effect on their school performance however providing

supplementary reading materials have less effect on their performance.

3. In terms of instructional methods, respondents answered preparing tests

that are congruent to their lessons and using varied ways in assessing their

performance can affect their academic performance.

4. Majority of the respondents’ general average in MAPEH occurred within 87-

89 bracket.
 45

5. There is a significant relationship between the teacher competencies and

the academic performance of the students.

Recommendation

Based on the study, the researchers have come up with the following

recommendations:

1. Teachers should be provided with technical assistance, trainings, and

seminars in classroom management, use of instructional materials, and use

of appropriate instructional methods to help improve the academic

performance of students.

2. A study on teacher competency should be done on a regular basis. Instead

of giving out supplementary reading materials, teachers should focus more

on giving additional classroom activities and presenting video clips in class

to make lessons more interesting to students which would eventually lead to

improvement in students’ performance.

3. The type of technical assistance to be given to the teachers should depend

on the factors that affect most of their teaching competencies. Overall

teachers should aim to perform their best and demonstrate their

competencies in handling the subject to attain the desired academic

performance of the students.

5. Teachers should be encouraged to keep up-to-date and stay interested in

the developments in the field of teaching to achieve advancement and

cutting edge of knowledge. Staying updated with the trends in teaching can
 46

help ensure that the teachers are teaching relevant knowledge and

functioning at the current global teacher standards.

6. More scientific research and studies on the similar topic should be done to

give clearer outcome and provide bases for developing technical

assistance, trainings and seminars to teachers.

 47

REFERENCES

Books

Adedayo, J. O. (2008). Effect of Electronics Artisans’ Background and

Competence on Science and Technology Advancement in Nigeria.
Research in Curriculum Studies, 5(1), 132-136.
Goldhaber, D., & Brewer, D. J. (2000). Does Teacher Certification Matter? High
School Teacher Certification Status and Student Achievement.
Educational Evaluation and Policy Analysis, 22 (2), 129-145.
Manuel, B. & Medel, P. (1976). A Practical Guide to Methodology of Research
and Thesis Writing. Manila GIC Enterprises and Company Inc 1976.
Salvador M. S., Tolentino-Baysa G. J., & Fua-Geronimo E. C. (2008).
Fundamentals of Business Research Thesis Writing. Allen Adrian
Books Inc.
Waine, A. J., & Youngs, P. (2003). Teacher Characteristics and Student
Achievement Gains: A: Review. Review of Educational Research, 73
(1) 89-122.
Zulueta, F. M. & Costales, N. D. Jr. (2003). Methods of Research Thesis-
Writing and Applied Statistics. 2003.

Unpublished Materials
G. Lansangan1 , Dolores T. Quiambao1 , Enrique G. Baking1 , Reynaldo C.
Nicdao1 , Alvin V. Nuqui1 , Reynaldo C. Cruz. (2015) Correlates Of
Students’ Academic Performance In Intermediate Level. Journal
Business and Management Studies.Retrieved from
http://advancejournals.org/uploads/022ba167856333c99e7d16a9d617
aca9e8e08062593ab8f6249c7b7f6d1b4036/Manuscript/5419.pdf)

Electronic Sources
Ethel de Leon-Abao, (2014). "Teachers’ Instructional Competence on Students’
Comprehension Skills and Critical Thinking Ability", Open Journal of
Social Sciences, 2014, 2, 334-339 Published Online April 2014 in
SciRes. Retrieved from http://www.scirp.org/journal/jss
http://dx.doi.org/10.4236/jss.2014.24037

Fernandez R.M.(2013). "Teachers’ Competence and Learners’ Performance in

the Alternative Learning System Towards an Enriched Instructional
Program", International Journal of Information Technology and
Business Management 28th Feb 2013. Vol.22 No.1 © 2012- 2014
JITBM & ARF.Retrieved from
http://www.jitbm.com/22%20volume/4%20Learning%20Process.pdf
 48

Gordon, L. M. (2001). High lecturer efficacy as a marker of lecturer

effectiveness in the domain of classroom management. Retrieved from
http://files.eric.ed.gov/fulltext/EJ1068914.pdf

Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (1998). Teachers, Schools and
Academic Achievement . Working Paper 6691. NBER Working Paper
Series. Cambridge MA: National Bureau of Economic Research.
Retrieved from http://www.nber.org/papers/w6691.pdf

Hoskins, Sherria L, Newstead, Stephen E & Dennis, Ian. (1997) in Cheesman

Jenniffer , Natalee Simpson and Alvin G Wint (2006). Determinants of
Students Performance at University: Reflections from the Caribbean.
Kingston, Jamaica: UWI retrieved on 20 January 2012:
http://www.mona.uwi.edu/opair/research/student-performance-paper-
revised.pdf

Jayasree C.V. (2013) Teacher Effectiveness, Experiential Education by

Heather Coffey New Delhi – 110 002 Retrieved from
http://www.learnnc.org/lp/pages/4967

Jeong Tae Geun (2005) in Bae Young (2006) A study on the effect of internet
use and social capital on the academic performance. Development
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Kong, H. (n.d.). There is Only One Way to Improve Student Achievement.

Retrieved from http://www.newteacher.com/pdf/only1way.pdf

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of Learners. Retrieved from
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performance-of-learners: Career Institute Africa
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Nem Singh et al., (2009). Instructional Competencies Of The Teaching Force:

Their Relationship To The Students’ Academic Performance.
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_STUDENTS_ACADEMIC_PERFORMANCE

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Teacher’s Qualification on the Performance of Senior Secondary
School Physics Students: Implication on Technology in Nigeria.
Retrieved from http://files.eric.ed.gov/fulltext/EJ1079503.pdf

Santibañez et. al. (2007). Analysis of the Assessment System and Impact of
Mexico’s Teacher Incentive Program “Carrera Magisterial”. Retrieved
from
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ND_TR458.sum.pdf

Strategies to Improve Classroom Behavior and Academic Outcomes. (n.d.)

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resources/strategies-to-improve-classroom-behavior-and-academic-
outcomes/

Wenglinsky, H. (2000). How teaching matters. Bringing the classroom back into
discussions of teacher quality. Princeton, N. J.: Policy Information
Center, Educational Testing Service. Retrieved from http://eric.ed.gov/?
id=ED447128

http://www.wglasser.com/

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/William_Glasser

DepEd Order
DepEd Order No. 32, s. 2011
DepEd Order No. 34, s. 2014

Code of Ethics for Professional Teachers

Board for Professional Teachers Resolution No. 435, Series of 1997

 50

Appendix A
LETTER TO THE PRINCIPAL

February 20, 2016

Ms. Gorgenia C. Jepa

Principal I
San Isidro National High School
Sitio Tanag, San Isidro, Rodriguez, Rizal

Dear Ms. Jepa,

Good day!

We are Master in Educational Management students of PUP College of

Education Graduate Studies. As a part of the course requirements, we are required to
conduct a research related to the field of education, wherein we have come up with
the study entitled, “Teacher Competencies and Its Relation to Academic Performance
of the Selected Grade 10 Students in MAPEH of San Isidro National High School S.Y.
2015-2016.”

In relation to this, may we request your kind office to allow us to conduct a

survey in your school. Rest assured that all information obtained will be treated with
utmost confidentiality.

Your help and support will help us facilitate the accomplishment of our
research. Thank you very much.

Sincerely,

Mr. Dennis Mark Dela Cruz

Group Leader

Noted by:

Dr. Joseph Mercado

Professor
 51

CURRICULUM VITAE

MARY GRACE B. ANDOY

Contact No.: +63-9398769870
Email Address: a_grace2015@yahoo.com

PERSONAL DATA

Age: 31
Date of Birth: September 22, 1984
Gender: Female
Civil Status: Single
Height: 4’11”
Weight: 50kg.
Nationality: Filipino
Religion: Unificationist
Current Address: 32Samar Avenue, South Triangle, Diliman, Quezon City

WORK EXPERIENCE
(Years of Experience: 9 years)

Position : Registrar
Company Name : Cambridge International School for Girls, Doha Qatar
Employment Duration : September 15, 2012 –December 8, 2014

Position : AssistantRegistrar
Company Name : The Cambridge School, Doha Qatar
Employment Duration : December 8, 2010 – September 14, 2012

Position : Executive Secretary/Character-Based Educ. Coordinator

Company Name : Philippine Teachers’ Association for the Research of Principles
Employment Duration : January 5, 2006-December 1, 2010

Position : Secretary General/Community Service Coordinator

Company Name : Women’s Federation for World Peace-Philippines, Inc.
Employment Duration : March 15, 2007-December 1, 2010

Position : Volunteer Sunday School Teacher

Company Name : Holy Spirit Association for the Unification of World Christianity
Employment Duration : March 15, 2007- December 1, 2010
 52

Position : Receptionist
Company Name : Universal Peace Federation-Philippines, Inc.
Employment Duration : January 10, 2006-January 10, 2007

Position : VolunteerTeacher
Company Name : Department of Education, Dumingag Central School
Employment Duration : October 5, 2005-December 27, 2005

Position : Coordinator for Education of Indigenous People

Company Name :ASSISI Dev’t. Foundation for IndigenousPeople of Mindanao
Employment Duration : April 1, 2005-October 1, 2005

HIGHEST EDUCATION

Education Level : College Degree

Education Field : Education / Teaching / Training
Course : Bachelor in Elementary Education – English Major
School/ University : Western Mindanao State University
Location : DumingagZamboanga De Sur, Region IX
Date : June 1, 2001- March 2005

Master’s Degree Program : Master in Educational Management

Specialization : Educational Leadership and Management
School/University : Polytechnic University of the Philippines, Sta. Mesa, Manila
Date : June 2014 - Present

LICENSES/CERTIFICATIONS

License/Certification License/Certification No. Date

Professional Regulation 887222 November 21, 2005

Commission

SKILLS/ABILITIES

Communication Skills
Computer Skills(MS Word, Excel, PowerPoint, Publisher)
 53

Skills in attending VIP’s

Mentoring/Teaching Skills
Planning and Organizing Skills
Leadership and Management Skills
Ability to work with others in a professional manner

TRAININGS / SEMINARS

5-Day DSWD “Training on the use of Family Development Session Manual”

Makati Palace Hotel, Makati City

5-Day Global Peace Convention “Peace Building 2010 Interfaith, Service and Family”
Manila Hotel, Philippines

3-Day “Asia Pacific Centre for Responsibility to Protect”

EdsaShangrila Hotel, Mandaluyong, Philippines

International Teacher’s Summit

ICEF, Headquarters, Bangkok, Thailand

2-Day “International Leadership Conference”

Pryce Plaza Hotel, Cagayan De Oro City, Philippines

5-Day “8th Annual Women’s Federation for World Peace –International Workshop”
CheongaCamp, Cheongpyeong, South Korea

2-Day “Teacher’s Seminar on Values Education”

RELC, San Fernando, La Union, Philippines

2-Day “Trainer’s Training Workshop on Values Education”

International Youth Training Center for Asia, Tanay Rizal, Philippines

40-Day “Youth Leadership Training”

HSA-UWC Training Center, Antipolo, Rizal, Philippines

1-Day “Seminar on the New Approach to Values Education”

PTARP National Headquarters, Quezon City, Philipines

21-Day “Divine Principle Workshop”

FFWP-U Training Center, TanayRizal,Philippines

2-Day “Project Management Training”

Davao, Philippines
 54

3-Day “Expertise in Community Organizing for Teachers Workshop”

Davao, Philippines

REFERENCES

Mr. David Throp School Principal

Cambridge International School for Girls, Doha-Qatar
Contact No. +97433363024
Email Address: principal@cisgqatar.com

Dr. Samuel M. Salvador Vice-President for Academic Affairs (Ret.)

Polytechnic University of the Philippines
Contact No.: 716-6307
President
Philippine Teachers’ Association for the Research of
Principles

Ms.Minerva A. De leon Former President

Women’s Federation for World Peace-Philippines
Contact Nos: 927-2260 / 09176057869
President
BalikatansaKaunlaran
San Juan City

Judge Aurora A. Reciña Former Commissioner on Human Rights

Honorary Chairperson, WFWP
Women’s Federation for World Peace-Philippines
Contact No.: 927-2260
 55

Ritchie Bitara Bilasa

Cluster3 Unit 5C U.N. Gardens Condominium

Cristobal Street Paco, Manila

Mobile number: 0922-8327490
E-mail: rbilasa@hotmail.com
Work Experience
December 2012 – present Department of Education
(Elpidio Quirino High School)
Bacood Sta. Mesa, Manila

Job Title: Teacher 1 (Vocational Teacher)

Job description:

 Prepares lesson plan for cosmetology subjects.

 Teaches manicure, pedicure, nail art, hand spa, foot spa, make up, body
scrub and massage.
 Prepares and compute students’ grades.
 Facilitate child’s learning.
 Ensures students’ skills are developed.
 Serves as trainer for nail art and hairstyling contests.
 Act as club adviser for Young Women’s Christian Association (YWCA).

July 1997 – November 2012 Bank of the Philippine Islands

2nd Flr. BPI Building Muralla corner Solano Streets
Intramuros, Manila

Printing and Delivery-Check-cutting and Inventory Management Section

September 2010 – November 2012
Job title: GL-SL Reconciler
Job description:
 Checks if amount credited with the settlement account of MC tallies with all
MC’s issued of the last banking day.
 Reconcile balances of Outstanding MC’s (SL) against total amount maintained
in the settlement account of MC (GL).
 Sends an advice or e-mail if there are discrepancy in amount and/or check
number validated by the branch for negotiated manager’s check.
 Prepares and process cancellation and Stop Payment Order of MC’s.
 Prepares entries for cancelled and SPO MC’s as well as DM/CM for debit
override clients..
 Prepares monthly volume and rebates report for corporate clients.
 Reply to client’s inquiries thru phone and e-mail.
 56

Central Clearing Department

Transit Section
March 2006 – August 2010
Job title: Outward Processor
Job description
 ECCS (Electronic Check clearing System) of outward transactions, returns,
local, regular. Initialization, delete, end-of-day, capturing and transmission to
PCHC (Philippine Clearing House Corporation).
 Downloading of all files and reports from PCHC.
 Act as bank representative for BPI, receiving of outward regional checks from
PCHC Makati.
 GL/SL balancing, reconciling and monitoring of CB statement.
 In-charge of the allocation and GL of clearing house fees and charges to all
branches.

Bookkeeper/Verifier Section
July 1997 – February 2006
Job title: Check Verifier
Job description
 To undertake signature and technical verification of incoming clearing checks
received by the bank. To ensure accurate approval with the use of Sign Plus
System and IDARS (Integrated Documents Archival and Retrieval Systems).
 E-mail branches of checks with technical defects and monitor branch reply.
 Return checks with closed account, insufficient funds and other checks with
impediments as per branch instructions.

Skills and Interests

 Computer Literate
 Signature Verification
 Nail Art
 Hairstyling and Make up
 Massage

Trainings and Seminars

 Signature Verification and Fraud Detection
 Anti Money Laundering
 Home Economics Skills Training 2015
 66th Philippine Home Economics Association National Conference and Training
 2014 International Mind Education Specialist Training
 Bookkeeping Made Easy
 TESDA-NC II Training on Nail Care Services
 Leadership Enhancement & Attitude Development Workshop
 57

 Specialized English Enhancement Course for High School and Elementary

Teachers
 YWCA 26th Annual Youth and Adviser’s Congress
 Regional Training of Trainers 2013
 Advocacy Forum on School-based

Examination Taken and Rating

 Civil Service Examination – 82.43
 Licensure Examination for Teachers – 80.6

Educational Background
2014-present Polytechnic University of the Philippines
Masters in Educational Management
2008 – 2009 Pamantasan ng Lungsod ng Maynila
Professional Education
1993 – 1997 Philippine School of Business Administration
Bachelor of Science in Accountancy
1989 – 1993 Mapua Institute of Technology High School Department
Secondary Education
1989 – 1986 F. Balagtas Elementary School
Primary Education
 58

IVEE C. COBARRUBIAS
Contact no: 09214619290
E-mail Address: cobarrubias.ivee@yahoo.com

PERSONAL INFORMATION:

Date of Birth: March 2, 1991

Age: 24 years old
Civil Status: Single
Nationality: Filipino
Language Spoken: English / Tagalog
Religion: Roman Catholic

QUALIFICATION:

Passed the Licensure Examination for Professional Teachers – September

2013

EDUCATIONAL ATTAINMENT:

Polytechnic University of the Philippines Graduate School

Sta. Mesa, Manila
Master in Educational Management
2014 – present

Polytechnic University of the Philippines

Sta. Mesa, Manila
Post Baccalaureate in Teacher Education
2012 – 2013

Polytechnic University of the Philippines

Sta. Mesa, Manila
Bachelor in Office Administration major in Medical Transcription
2007 – 2011

Sto. Niῆo School of Roxas

Roxas, Oriental Mindoro
2003 – 2007
 59

Delavida Learning Center

Roxas, Oriental Mindoro
1997 – 2003

WORK EXPERIENCE:

Boomerang Medical Solutions

Unit 6-0 Vernida I Building
Amorsolo St., Makati City
Medical Transcriptionist 2011 – 2013
Medical Transcription Editor 2013 – present